Adverse Effects of the Current Instructional Practices for Macro and Micro Language Skills on Saudi EFL Learners’ Skills and Competencies (Published)
Instructional approaches to language teaching are cornerstones around which to build effective processes for learning English, or more precisely the most successful and effective ways to learn English. The aim of this article is to explore the adverse effects that current instructional practices, which favor using the four macro language skills along with other language-related skills, have on the development of Saudi EFL learners’ skills and competencies. In particular, we identify the extent to which teaching the four macro language skills and other language-related skills together in the Saudi EFL educational system negatively impacts the abilities of those who are learning English as a foreign language (EFL). We highlight the ineffective, indeed detrimental, effects of EFL teaching practices in the classroom, derived as a result of intensive research with data gathered from both digital and non-digital sources and studies and from our own thorough compilation, observations, mosaic of evidence, and in-depth analysis. We hope that this study will be useful for improving EFL teaching in Saudi English classrooms and will ultimately contribute to the attainment of higher English proficiency.
The study investigated teachers’ instructional practices in senior high schools at Bantama in the Kumasi metropolis. The objectives of the study were to identify instructional practices mostly used, established whether significant association exist between number of years taught and instructional practices, assess whether significant difference exist between gender and teachers’ instructional practices. One research question and two hypotheses were formulated to direct the study. Descriptive survey design was adopted for the study. The schools and teachers were chosen using purposive sampling technique. Ninety-six teachers constituted the sample size for the study. Questionnaire was the main data gathering instrument used for the study. Pre-test conducted yielded reliability coefficientof 0.82. Data were analyzed using means and standard deviations, Pearson Chi-Square (x2) of Independence and Independent Sample T-test. Findings indicated that teachers mostly studied the performance of students. Significant and positive association was established between teachers’ instructional practices and number of years taught. It was therefore, recommended among others that there is a continuous need for teachers to reinforce the practice of studying performance of students to enable them modify methods of teaching to benefit all manner of students. Ghana Education Service needs to organise workshop on effective instructional practices every academic year for teachers to update their knowledge on instructional practices they ought to apply.
Junior High School Mathematics Teachers’ Beliefs and their Instructional Practices and Its Effects on Students’ Academic Performance (Published)
For over a decade now, students’ performance in mathematics at the Junior High School leaves much to be desired. The trend in performance by students at the said level has made researchers ascertain the indicators and factors responsible for this low performance. As a matter of fact, a number of studies conducted have mentioned teachers’ beliefs and their instructional practices as one of the major factors that determines students’ performance in mathematics. This study, however, focused on finding out the effect of Junior High School teachers’beliefs and their instructional practices on the academic performance of students in mathematics. The study was conducted in the Cape Coast Metropolis in the Central Region of Ghana and utilized the descriptive survey design to explore the phenomenon in question. A sample of 31 teachers and 306 students were involved in the study. Analysis of results revealed that teachers who were involved in the study hold constructivist beliefs, however, there were discrepancies in the practices they enact in their classroom. Furthermore, there was no statistically significant effect of teachers’ beliefs and instructional practices on students’ performance. Implications for these findings to the teaching and learning of mathematics and teachers’ professional development are discussed in the work.